Collaboration to Have Abilities as New Goals of Education C.H.A.N.G.E Erasmus Project

Project Title

Collaboration to Have Abilities as New Goals of Education C.H.A.N.G.E

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: Pedagogy and didactics; Inclusion – equity; Disabilities – special needs

Project Summary

“Collaboration to Have Abilities as New Goals of Education: C.H.A.N.G.E “, united a group of six European schools educating special needs students. The teaching staff was interested in learning new educational methods for fostering students’ inclusion: this European cooperation was a great opportunity for us. In fact, our SEN students do not have equal access to adequate educational outcomes. By working on this project, we wanted to reach the following objectives: Promote inclusion and equity; Exchange good practices; Compare curricula and methods to generate new teaching ideas; Foster self-esteem and self-achievement in SEN students, helping them to enter the world of work; Learn how to solve students’ behavioural and emotional problems; Learn and teach new ICT skills; Internationalization.
The project organized seven LTTA because of Covid-19 four physical, one virtual and two blended. We provided lessons in classes; trainings; workshops for teachers and students; produced outcomes and realised cultural visits.
In “Specjalny Osrodek Szkolno-Wychowawczy im. sw. J.Pawla II” w Lezajsku, Poland, one training was devoted to methodological knowledge, in order to drive the project effectively during the collaboration. The training provided concerned – e-Twinning tools, Google tools, evaluation and Psychologist’s and pedagogies’ educational programs and the so-called “Emotional first aid kit”. The second meeting was a theoretical training entitled “Early intervention classes”. There were also practical workshops focussing on sensoplasty, Hand therapy, EEG Biofeedback, and horsetherapy carried out.
In “Kazim Beyaz Ozel Egitim Mesleki Egitim Merkezi Okulu, Turkey” teachers explored both methods of approach to students with behavioural problems and special education practices, experienced practical professional skills e.g. horticular therapy and ICT, developed language skills.
In ITS “E. Mattei”, Italy, 3 seminars were held about Inclusion, Integration, Inclusive methodology, and some case studies of successful teaching work with SENs were presented. At the same time, students and teachers were involved in inclusive activities in mixed-ability groups. A presentation of inclusive activities was produced.
“1st HIGH SCHOOL OF KALAMPAKA”, Greece introduced to its partners: the notion of co-teaching; teaching models followed by Special and mainstream teachers; A new teaching model promoted by the EU; Emotional Intelligence with SENs; Enhancing students’ social skills; Preventing behavioural problems; Specific Learning Difficulties. “Kedainiu specialioji mokykla”, Lithuania, presented materials about the Body sack therapy, and presentations of teachers’ speech therapist, vocational training teacher and other good work experiences were shown. Finally, PECS method activities for Autistic pupils and documents about Students’ self-expression were shown to partner schools. “CENTRUL SCOLAR DE EDUCATIE INCLUZIVA SUCEAVA, Romania, because of Covid-19 Pandemic hosted students virtually. Teachers and students observed several types of therapy activities and worked simultaneously on them (individual and group counselling, kinetotherapy sessions). Teachers enriched their experience with new methods and strategies, while students increased their self-confidence, had patterns of work and activity for the future, development of socialization.
Project involved and had an impact on all schools’ communities: students (SEN students above all, aged 12-20), staff and parents. The number of those taking part in the programme was about 600. Also, local authorities, the local community, small enterprises and educational institutions were involved: about 4000 people benefited from the project.
Communication among partners was mainly carried out via e-mail and WhatsApp and tasks were assigned to each school according to their specific area of expertise. During the lockdown time we changed our way of communication meeting on Zoom, Google Meet and other platforms. Thanks to introduction of Plans of Evaluation, Implementation and Management we could easilly assess project’s realisation. We checked if objectives were met: during our 3 years’ work; (the project was extended) according to the schedules set. We believe that the project will have a long-lasting positive effect on the professional development of teachers (who introduced specific teaching methods and new digital tools) and on the success of students. The cooperation will also continue after the end of the project: the project website will be regularly updated with new ideas, while our teachers will become models for other professionals. All schools involved will promote dissemination activities for the school staff, pupils and parents. The results will be disseminated by: discussions; information meetings and school events; workshops, audio-visual material, websites, ERASMUS+ link; newspaper articles, social networks, E-twinning; Live presentation of innovative teaching practices.

Project Website

http://www.changesenproject.com/

EU Grant (Eur)

Funding of the project from EU: 124072,19 Eur

Project Coordinator

Specjalny Osrodek Szkolno-Wychowawczy im. sw. J.Pawla II w Lezajsku & Country: PL

Project Partners

• ISTITUTO TECNICO STATALE “E. MATTEI”
• CENTRUL SCOLAR DE EDUCATIE INCLUZIVA SUCEAVA
• 1st HIGH SCHOOL OF KALAMPAKA
• Kedainiu ,,Spindulio” mokykla
• KAZIM BEYAZ OZEL EGITIM MESLEKI EGITIM MERKEZI (OKULU)